Problem Based Learning Model Integrated with Science, Technology,

Engineering, and Mathematics (STEM) on Students’ Science

Competency Ability

Faa’izah Abiyyah Rihhadatul’aysi

, Tonih Feronika

and Evi Sapinatul Bahriah

Chemical Education Program, Faculty of Educational Sciences , Syarif Hidayatullah State Islamic University Jakarta

Keywords: Problem Based Learning (PBL) Learning Model; Science, Technology, Engineering, and Mathematics

(STEM); Ability of Science Competence

Abstract: Approaching the 21

century students are required to be responsive in terms of science and technology

development. The poor literacy skills of Indonesian students phenomenon based on PISA results illustrates

the need for improvement in education in Indonesia. This research aims to determine Problem Based Learning

model integrated with Science, Technology, Engineering, and Mathematics (STEM) on the ability of

Students’ Science Competence on Electrochemistry. This research was conducted at SMA Negeri 2 Cikarang

Utara in January on sixth semester of academic year 2017/2018 The method used in this research was Quasi

Experimental with research design Nonequivalent Control Group Design. Samples were taken by purposive

sampling and amounted to each of 32 students i.e. experimental class and control class.Technique of data

collecting obtained by instrument of 10 item description test which then analyzed using t-test. The result of

hypothesis test using SPSS version 22 software obtained Sig <α data, that is 0,000 < 0,05 so H

is rejected

and H

is accepted. This result shows that there is an influence of Problem Based Learning (PBL) model

integrated with Science, Technology, Engineering, and Mathematics (STEM) on students’ competence in

Electrochemistry.

1 INTRODUCTION

The 21

century is marked by the rapid development

of science and technology in the scope of life in the

society, especially in information and communication

technology (Yuliati, 2017). Based on the statement,

education is faced with increasingly difficult

challenges, one of them is education is expected to

produce competent human resource in facing various

challenges in life. The demands of the 21

century

make the education system must be in accordance

with the changing times. Correia, et. al in their journal

said that “The relevance of such educational issues is

confirmed by the United Nations, which declared the

years between 2005 and 2014 to be the ‘Decade of

Education for Sustainable Development” (Correia, et

al, 2010).

The comprehension of science and technology

(IPTEK) is an important key in facing future

challenges that arise, which is related to improving

the quality of life, equity of development, and ability

to develop human resources (Khaeroningtyas, et al,

2016).

One of the things that have a role in science and

technology progress is science. Science has essential

role in improving values, attitudes, and thinking skills

to produce quality learners capable of resolving the

problems (Sanjaya, et al, 2017). However, the fact

that science education in Indonesia is still poor in

years that is proven by the results of research

conducted by The Organization for Economic

Cooperation and Development (OECD) through an-

internationally recognized assessment program

known as PISA (Fitriani, et al., 2016).

OECD study results through the PISA program in

2009 showed that the level of science literacy of

Indonesian students is not much different from the

results of the study in 2006 with the score of 383

which in fact the score is below average of PISA

standard (Bagiarta, et al., 2015). Then in 2012, the

PISA test results showed that Indonesia ranks second

from bottom with the Indonesian average score below

the international average score. Furthermore, in 2015,

Rihhadatul’aysi, F., Feronika, T. and Sapinatul Bahriah, E.

Problem Based Learning Model Integrated with Science, Technology, Engineering, and Mathematics (STEM) on Students’ Science Competency Ability.

DOI: 10.5220/0009914100380044

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 38-44

ISBN: 978-989-758-458-9

Indonesia is ranked 64

out of the 72 participating

countries Yuliati, 2017). The results of the survey in

several years shows that the Indonesian students’

science literacy ability is still very low.

The poor science literacy skill of Indonesian

students is related to the education and teaching

system. Science learning that lasted so far only

limited the process of delivering information

(transfer of knowledge) from teacher to students

(Abdurrahman, et al., 2013). Today learning still has

a major problem that the absorption of learners are

still low because learning is conventional and

dominated by teachers (Al Tabany, et al., 2014).

Science learning is considered as a difficult subject

and consequently the ability of science literacy

students did not develop because students also lose

interest in learning.

Based on the problems that have been exposed, it

is required a way of learning that can give a positive

influence on science competence of students.

Competence or the process of science is one of the

scientific literacy dimensions that implies the mental

processes involved when answering a question or

solving a problem, such as identifying and

interpreting evidence and explaining the conclusion

(Bahriah, 2015). Science competence is intended as

the ability to engage with issues related to science,

and with scientific ideas, as a scientific reflection of

students about science and technology (OECD,

2015).

The competence of students ‘science literacy is on

very low criteria, this is caused by the learning

process that emphasizes the cognitive aspect only, so

the students are not accustomed to answer the

problem that requires students to investigate scientific

problems, read scientific discourse and make

scientific conclusion (Diana, et al., 2015). It is in

accordance with Suciati’s research that the lowest

dimension is the science process or science

competence based on the research result can be stated

that the average on 3 aspects of students’ science

literacy ability are poor i.e. content aspect (34,4%),

process aspect (32,61%), and the context aspect

(35,91%) (Suciati, et al., 2015).

One interesting innovation accompany the

paradigm change is found and the implementation of

innovative learning model, progressive, and

contextual (Al-Tabany, 2014). One of the learning

models that can be used is the problem based learning

model. Problem Based Learning (PBL) model is a

learning model that is able to find their own

knowledge, distinguish the understanding of self-

knowledge with others, and rearrange the knowledge

more relevant to the experience in learning

(Toharudin, et al., 2011).

Problem Based Learning model is a learning

model that presents a variety of authentic and

meaningful problem situations that can function in the

investigation and inquisition of learners (Arends,

2007). In problem based learning model, students can

construct the knowledge they learn so the students

understand the meaning of the material in depth

because the students become the centre of learning.

The applied learning approaches are not yet

sufficient to develop the human resources that sustain

the nation’s competitiveness (Firman, 2016). Science

learning now that is Science, Technology,

Engineering, and Mathematics (STEM) become

learning alternative. STEM education is able to form

human resources that have reasoning and critical,

logical, and systematic thinking. Learning through

STEM integration can make students more prepared

in the field of work, increases their interest and

achievements (Khaeroningtyas, 2016). Education in

the STEM disciplines also should include the

application of these knowledge, skills, and abilities to

life situations in STEM-related categories such as

health choices, environmental quality, and resource

use (Bybee, 2013).

STEM education is an interdisciplinary approach

to learning, in which students use science,

technology, engineering, and mathematics in real

contexts that connect between schools, the world of

work, and the global world, building STEM literacy

that enables students to compete in the new economic

era knowledge-based (Reeve, 2013). STEM

education provides opportunities for teachers to show

learners in the form of concepts, principles and

techniques of science, technology, engineering and

mathematics used in an integrated way in the

development of products, process, and systems used

in their daily life (Firman, 2016).

Research shows that integrative approach with

STEM improves students’ interest and learning

(Becker & Park, 2011). Moore defines the integration

of STEM education as an effort to combine some or

all of four disciplines i.e. science, technology,

engineering and mathematics into one class, unit, or

lesson based on the relationship between subjects and

real-world problems (Kelley & Knowles, 2016).

Integration through STEM provides opportunities for

students to learn in more relevant and stimulating

experience, encourage higher level usage resulting of

critical thinking skills, enhance problem solving

skills, and increase retention (Kelley & Knowles,

2016). Learning with STEM integration can be the

key of creating the next generation of nations that are

Problem Based Learning Model Integrated with Science, Technology, Engineering, and Mathematics (STEM) on Students’ Science

Competency Ability

able to compete in the global arena so that STEM

learning needs to be a framework for the education

process.

Based on those things found a number of research

results that support the use of problem-based learning

that is integrated with STEM. Problem based

learning that is integrated with STEM can prepare

students to utilize and create new technology with

their own creativity as a problem solving.

Electrochemical materials in this research were

chosen because of the consideration of three basic

principles of PISA content selection, namely: (1)

electrochemical concept, especially electroplating is

relevant to the student’s daily condition; (2) the

electrochemical concept is expected to remain

relevant for at least a decade; and (3) the

electrochemical concept is concerned with the

competence of the process, it means knowledge not

only prioritizes memory and associates certain

information (Hayat & Yusuf, 2011).

Therefore, based on the explanation, the

researchers are interested to examine the influence of

problem based learning model integrated with STEM

on students’ literacy ability in electrochemistry

materials.

2 METHODS

This research was conducted in the sixth semester of

academic year 2017/2018 in SMA Negeri 2 North

Cikarang. The research method used is Quasi

Experimental design that is method that has control

group but cannot fully function to control the external

variables that influence the implementation of

experiment (Sugiyono, 2015). Quasi-experimental

designs do not include the use of random assignment.

Reseachers who employ these design rely instead on

other techniques to control (or at least reduce) threats

to interna validity (Frankel & Wallen, 2007). The

design of research used was Non-equivalent Control

Group Design, i.e. design consisting of two groups:

the experimental and control groups whom were both

given pre-test first, then after the experimental group

was given a certain treatment, both groups were

given post-test to see the effect of the treatment on

experimental group (Suharsaputra, 2014).

Research subjects used are class XII MIA-4

consisting of 32 students as experimental class and

class XII MIA-3 consisting of 32 students as control

class and the data is taken with Purposive Sampling

technique. Purposive Sampling technique is a

sampling technique that is adjusted with certain

considerations and characteristics (Suharsaputra,

2014). The considerations undertaken in this

sampling based on the similarity of the average

learning outcomes on both classes, the number of

students, and adjustment of subject schedules in each

class.

The main research instrument used in this

research is the description test consist of 10 items that

is made based on students’ ability of science literacy

competence on science dimension.

The Student Worksheet (LKS) which is organized

based on PBL integrated with STEM stage model as

supporting instrument functions to see science

literacy indicator on any dimension that appears on

the PBL integrated with STEM learning process.The

test instrument data obtained were tested for

normality and homogeneity using SPSS version 22

with a significance level of 5%. Hypothesis testing

chosen is Independent Sample T-test to know whether

there is influence from application of STEM

model problem based learning to ability of science

literacy owned by students.

3 RESULT AND DISCUSSION

From the results of research conducted, the

researchers got the data of pre-test and post-test in

experiment and control class. The data of pre-test and

post-test of experiment and control class can be seen

in Figure 1.

Figure 1. Average of Pre-test and Post-test Value of

Control and Experiment Class

Based on Figure 1, the average value of pre-test

obtained show that control and experiment student

class have almost same level of initial ability

. While

the average score of post-test show that the average

score of experiment class is higher than control class

The overall mean value difference shows that the

experimental class with the STEM integrated PBL

learning model obtains a higher mean value than the

control class using conventional learning model with

lecture and question and answer method on

100

Pretest Posttest

20.9

68.2

18.9

80.01

Persentage

Control Experiment

ICRI 2018 - International Conference Recent Innovation

electrochemical material. Through Problem Based

Learning

, learners gain knowledge not only accept

but also be able to provide opportunities to solve

problem according to individual style of learners

(Bahriah

, 2015).

STEM-based learning that is supported by

problem based learning can actualize the ability of

science literacy (Khaeroningtyas

, et al., 2016).

Normality

, homogeneity, and hypothesis using

5% significance level in experiment and control class

tests result can be seen in Table 1

Table 1. Data Table Pre-test and Post-test Normality,

Homogeneity, Hypothesis Test Results of Experiment and

Control Class

Test

Pre-test

Post-test

Experi

ment

Contro

Experime

Contro

Normality

( ߙ= 0,05)

0,092 0,200 0,200 0,148

Homogeneity

( ߙ= 0,05)

0,524 0,101

Independent

Sample T-test

( ߙ= 0,05)

0,524 0,000

Based on Table 1, obtained pre-test and post-test

data in the experimental and control classes are

normal and homogeneous, since the results of

significant value is greater than 0,05.

The result of pre-test value hypothesis test using

T-test independent sample obtained greater data

significant value than 0, 05 or H

accepted that is

0,524. The significant value is greater than 0, 05

indicates that the average student learning outcomes

do not differ significantly. This shows the students’

initial ability is equivalent before they are being given

treatment.

The result of post-test value hypothesis test

obtained by significance value data smaller than 0,05

so it can be concluded that there are the acceptance of

and the rejection of H

. Based on calculation of

hypothesis test using t-test on post-test data of

experiment and control group show there are

difference in students’ science literacy ability on

science competence dimension between control and

experiment group.

Those results indicate that there is a difference in

the average of students’ science literacy ability in the

experimental and control classes. Thus, PBL

integrated STEM learning model influences students’

literacy skills. The results of the study conclude that

STEM learning can improve students’ literacy skills

(Khaeroningtyas, et al., 2016). Problem Based

Learning integrated with STEM learning model can

advance a broader understanding of science and

mathematical concepts and their applications to real-

life context (Asghar, et al., 2012).

Learning with STEM’s intergrated PBL model

begins with video viewing as an apperception of

metal plating. The given apperception will stimulate

students’ to work as groups and can follow the given

LKS instrument. The study shows that the integration

of STEM approaches in learning is possible, with the

STEM approach being able to provide students with

learning experience, active learning, and contextual

meaning (Quang, et al., 2015).

Figure 2

. Percentage (%) of Science Competence

Indicator based on LKS in Experimental Class

Explaining scientific phenomenon and

interpreting data and scientific evidence as science

competence indicators have the highest percentage on

learning activities. This describes the ability of

science literacy is more visible in the ability to

recognize and relieve the concept of science and on

the ability to process data obtained in the form of

tables, diagrams, or graphs (OECD, 2016). In

addition, according to Yew et.al ’s (2009) research,

drafting an inquiry will help students recall the

concept that they already have related to the problems

encountered, so that the students will choose the

appropriate science concepts and match those issues

(Yew & Schmidt, 2009)

Choo

, et.al (2011) and Yew, et. al (2010)added

working in groups will help students to learn the

concept better because there is an exchange of ideas

between group members and this can help students

recall the concept that they have learned (Choo

, et al.,

2011)



84,37%

75%

84,37%

Explaining

Scientific

Phenomenon

Designingand

Evaluating

Scientific

Investigation

Problem Based Learning Model Integrated with Science, Technology, Engineering, and Mathematics (STEM) on Students’ Science

Competency Ability

Notes: LS1= Explaining scientific phenomenon; LS2= Designing

and evaluating scientific investigation; and LS3= Interpreting

data and scientific evidence

Figure 3

. Percentage of Student Achievement on Science

Competency Indicators

On Figure 3 above can be seen that the highest

percentage of achievement of students’ science

literacy indicators is on interpreting data and

scientific evidence with very good category in

experimental class. Meanwhile, the indicators that

have the lowest percentage in control class is

explaining the scientific with the less category and in

experimental class is designing and evaluating

scientific investigation with good category.

Based on the figure, it shows that from each

indicator of science literacy on the competence

dimension is greater in experimental group than in the

control group. This is caused on problem based

learning students do some learning stages that can

develop those three indicators. Problem-based

learning has five stages i.e. student orientation on

issues, organizing students for learning, guiding

individual and group investigation, developing and

presenting the work and evaluating problem-solving

process (Arends, 2007).

Percentage of the indicators explain that scientific

phenomenon belongs to less category in control

group. This is caused on the time of learning, students

tend to receive information without obtaining

scientific explanation directly and independently.

Larger results in experimental group were caused

when the learning process, researchers did individual

and group investigation stage. Through this stage

teachers encourage students to obtain appropriate,

accurate information, carry out experiments and seek

explanations and solutions (Toharudin, et al., 2011).

Parallel with the study, concept of knowledge that

students have affect their ability on describing or

interpreting scientific phenomenon (Wulandari, &

Wulandari, 2016). The “less” category obtained on

explaining scientific phenomenon indicator illustrates

students’ lack of optimal ability in explaining

scientific phenomena triggered by several factors that

will influence the achievement of scientific literacy

ability.

The cause of the low achievement of this indicator

in the control class is the students have not fully

understood metal plating material so that students

have not been able to provide scientific explanation

of the given phenomenon. The lack of student

training in working on the problems associated in

various sources of information and linked in various

life situations. More developed knowledge and

understanding is required to achieve this indicator.

The cause of this indicator become low that students

still seem to have difficulties in explaining the science

concept and its relation to the application in everyday

life (Nadhifatuzzahro, et al., 2015).

On the indicator of interpreting data and scientific

evidence, it shows excellent categories in the

experimental group. This is caused students in

experimental group perform the learning stages of

developing and presenting the work and evaluating

the problem-solving process. In developing and

presenting the work stage, students are directly

involved with the evidence obtained based on the

experiment that they had done. Then students create

experimental reports in groups, involving some

evidence of data that has been processed into graph,

conclusion, and etc. before they present them.

Students are expected to be trained in using scientific

data as an evidence and able to present them. In

accordance with the existing theory which states that

through problem-based learning students present

their ideas, students is trained to reflect their opinions,

argue and communicate their opinions to other parties

so that teachers understand the student thinking

process (Rusman

, 2018).

Science literacy brings skills for achieving

knowledge rather than teaching existing knowledge

to students (Güçlüer & Kesercioğlu, 2012). Skills

acquired will be important on several occasions such

as problem-solving and making crucial decision on

their life where students will face on their future lives.

Based on science literacy indicators description

from experimental and control class, it can be

concluded after the post-test, the experimental class

has higher value than the control class. Because on

experimental class, the students are accustomed to get

problem of a case that is solved by problem-based

learning model stage which can strengthen the

science concept, so the students in the experimental

class have higher scientific literacy ability than the

control class.

4 CONCLUSION AND

SUGGESTION

Based on the result of the research, it can be

concluded that problem based learning integrated

ICRI 2018 - International Conference Recent Innovation

with STEM influences the students’ science literacy

ability on science competence dimension in

electrochemical material.

As the follow-up of this research, the following

suggestions can be put forward: (1) Problem Based

Learning (PBL) integrated with Science, Technology,

Engineering and Mathematics (STEM) model is one

of learning model that can develop students’ science

competency skill. Thus, it should be applied as a

variation of the learning model. (2) The

implementation of PBL learning model takes amount

of time; therefore the teachers who want to apply this

learning model can manage their time well so that the

PBL learning model stages are implemented

optimally (3) As for the other researchers, this PBL

learning model needed to be done on other chemistry

materials that has potential to develop students’

science literacy skills.

ACKNOWLEDGMENT

We wish first to thank the readers who responded so

positively of this journal. This research was supported

by the chemistry education of State Islamic

University.

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ICRI 2018 - International Conference Recent Innovation